EFL Curriculum Designers' Sense-Making Strategies in Revising a Technology-Based Language Curriculum

Language curriculum designers have developed and provided ESL/EFL teachers with various technology-based language curricula in order to promote ESL/EFL students' learning, motivation, and participation. Researchers have argued that there is a gap between the intended and the implemented technology-based language curricula for various reasons, such as the differences between curriculum designers and teachers. This study aims at describing how EFL curriculum designers understood and developed a technology-based language curriculum (TBLC) which was designed for EFL Chinese, teachers and students in China. This study selected four EFL curriculum designers and examined their experiences while revising the curriculum. By analyzing field notes, online surveys, and interviews their strategies and challenges were examined. The analyzed data showed that the four curriculum designers understood and developed their knowledge of Chinese teachers and students, the new curriculum revision, and the gaps between the intended and the implemented curriculum by using their unique sense-making strategies. It was also found that the four curriculum designers challenged and modified their previous knowledge, ideas, or skills through their informal knowledge management process, which connects the curriculum revision process to their situated learning experiences. Based on the findings, this research makes some implications for new technology-based EFL curricula development and future research into curriculum designers' sense-making strategies.